irandokht fayyaz

Many research works have been done on what and how Islamic education is. One of the key concepts of interest in religion is the concept of "task". A Muslim always has a duty to God and, accordingly, he has duties to himself, people and other creatures. The present research has first investigated the concept of duty and the words that are close in meaning to it in the Holy Quran. Then, based on the verses of the Holy Quran, the educational requirements of the task-oriented approach was concluded. These requirements include: Man must strive to know his divine duties; Man must adhere to his divine duties; Having the ability to endure hardship is a requirement for adhering to divine duties; In recognizing and determining the task, one should pay attention to the abilities of audience; Man should not become idealistic in performing divine tasks; The obligee must conform both the appearance and the interior of his action to the divine duty. This research is placed in the category of applied researches in terms of purpose and in the category of qualitative researches in terms of approach. The research method is analytical and inferential.

The purpose of the research is to discover the semantic connection between education and life in verse 24 of Surah Anfal, in which it is stated that answering the call of God and His Messenger is the cause of human life. Since the soul of God is also relevant in this verse; The issue of the province also becomes a bridge between education and human life, which deserves more detailed research. The current research was conducted with a qualitative approach and inferential method. The first part of the verse in question constitutes the research field and the research sample community. The mentioned verse is: O you who have believed, respond when God and the Messenger call you, so that you may attain life by this means. The verse can be seen. The basic words of the above verse are these things, which in this research try to clarify their relationship with education and training: faith, response, God and the Messenger, calling, giving life. First, the first part of the verse, in terms of components. What does it have to do with education? Second, what network of meanings do these meanings with their semantic shadows and other related verses and traditions form? Third, what are the foundations of ontology, epistemology, religion, human being in this semantic network It provides a science and values for education and training? Fourthly, what goals, principles, and methods do these educational bases require for education and training? The basis of the educational foundations of Hayat Tayyaba is his harmony with the saints of God in beliefs, salutations and greetings in social relations, as well as modesty and chastity in the moral sphere.

The current research aims to answer the question of what requirements the attitude towards knowledge will have for the elements of the curriculum; It has investigated the evolution of knowledge from the point of view of postmodernism withemphasis on Foucault's point of view. This research has a qualitative approach that was conducted with a systematic review method. The research environment (statistical society) was all the writings and articles related to postmodernism, Foucault, and curriculum, which were selected with a targeted sample and Persian and English keywords from 1383 to 1400.

They have shown that in Foucault's postmodernist view, what is in the modern era is neither progress nor a sign of the emergence of a link between knowledge and freedom, as the pioneers and representatives of the Enlightenment envisioned; Rather, it is an ever-increasing link between knowledge and mastery. According to Foucault, no power relationship can be imagined without forming a field of knowledge, and there is no knowledge that does not include power relations. From Foucault's point of view, this reading in the field of curriculum elements leads to results such as paying attention to critical and pluralistic education, considering education Generalization as an extension of disciplinary

The main purpose of this study is to analyze the epic components in the biography of Martyr Soleimani and its educational achievements in realizing the statement of the second step of the Islamic Revolution of Iran. The method of this research is applied in terms of purpose and qualitative in terms of approach and is written in an analytical and inferential way in terms of data collection. The research community is the memoirs of her comrades and politicians and her divine political will and the statements of the Supreme Leader in describing the character of Martyr Soleimani and the statement of the second step of the revolution. The research findings can be divided into two parts. The first part deals with the concept of epic, epic education, components of epic education and epic personality and explaining these components in the character of Martyr Soleimani in the form of epic concepts such as: guardianship, zeal, courage, virtue and chivalry, jihad, self-sacrifice, benevolence And altruism, justice-seeking, and anti-oppression. Findings of the second part related to the analysis of the biography of Haj Qasem Soleimani based on epic components in relation to epic educational achievements inferred from the epic aspects of Martyr Soleimani's personality in the form of educational achievements such as: Strengthening the spirit of self-confidence and self-confidence, avoiding comfort and solitude, strengthening the spirit of independence and self-government, strengthening the spirit of responsibility, secularism and biological simplicity, establishing social order and security, unity and empathy, reviving transformed values And the growth of moral and spiritual virtues, hostility and hostility in the light of insight and insight Which is the basis for the continuation of life and the practical realization of the statement of the second step of the revolution. The realization of the components is the second step of the revolution.

This article illustrates how the curricula of religious education were formed vis-a-vis social forces in the Islamic schools during the second Pahlavi reign. Utilizing historical discourse analysis and examining four schools as case studies, we argue that these encounters led to four kinds of knowledge formation: "the generalization of religious knowledge" in the schools of the Islamic Education Society, "rational verification of religious knowledge" in Alavi School, "scholarly comparison of religious knowledge" in Kamal School, and "the systematization of religious knowledge" in the Refah school. The first formation faced the foundations of other rival religious discourses by emphasizing the Qur'an, the confrontation of jurisprudence against popular religion and superstitions, and confronting civil laws to eliminate corruption and achieve progress. The second formation was shaped along with a philosophical approach in encountering with the principles of Marxism and of Baha'iism, and providing a wise religion for immunity from corruptive lifestyles and using Islamic ethics against human social laws. The third formation was shaped by looking for compromise between science and religion versus religious superstitions and the materialists, a chosen jurisprudence versus the formal jurisprudence, and the confrontation with the modern state through a militant religion. The final formation was formed by using theology against other competing discourses, designing efficient social systems versus the modern government, and self-making for providing a good environment as opposed to isolated individual life forms. According to the results of each formation, there can be four inspirations as follows: turning from the internal religious language to the general and extra-religious language, turning from the affirmative language in Muslim philosophy to the speculative language in general philosophy, turning from the necessary relationship between science and religion to a possible relationship, and turning from the absolute inclusion of morality in religion to mutual partial relationship between them.

The present study attempts to identify the conceptual network of socialization from the perspective of Imam Musa Sadr and clarify its implications for the field of social education. To achieve this goal, descriptive-analytical and practical inference methods have been used. According to this research, Imam Musa Sadr's general idea of socialization is an idea of an organism whose main components have been studied in eleven components. The central component of the idea of socialization in the view of Imam Musa Sadr is considered "compassionate interaction and coexistence" and the relationship of other components with this component has been analyzed and interpreted. The implications of this general idea and its constituent components for the nature of social education are also specified in ten general implications. Among these implications we can mention “the necessity of monotheistic attitude”, “the necessity of innate humanism”, “the necessity of looking at another as self” and “the necessity of believing in freedom as value”.

The purpose of this research is to analyze the concepts related to learning in Wittgenstein's writings and examples of famous and important metaphors that he brought in his works with the intention of objectifying the concepts. "Intermediate circle" in cognition. The method has a practical objective and a qualitative and analytical approach. According to Wittgenstein, metaphor is more than a rhetorical tool and as a connecting link, it has the ability to stimulate the enlightenment of the learner's mind towards the realization of desired learning. In Wittgenstein's works, metaphor can be recognized as a kind of possibility and framework for understanding the forms of life and a basis for an agreement in which learning takes place in practice. Metaphors create a world made of language games; arising from the forms of life in which the teacher and learner achieve mutual understanding makes learning possible. Wittgenstein's metaphors are the underlying factor of objectification of concepts, the necessary platform for educational models that promote learning in an effective way through agreement on the forms of life.

The purpose of the current research is to present a framework of education as an Islamic education approach; The present research was conducted with the qualitative method of content analysis. In short, guardian education is education that is based on divine guidance and the guidance of divine saints. The main problem of the research is to be able to establish the basis of an Islamic education system based on the Holy Quran and hadiths; which is based on Wilayat because it is the main pillar of Islam. The parable of the family tree in the Holy Qur'an refers to the network of faithful people centered on divine saints, so it seems to be a significant parable for the education of nobles. The research questions are, first of all, what is the definition of guardian education in the Holy Qur'an with the focus of the Shajra Tayyaba verse? Secondly, what are the goals, principles and methods of Islamic education and training based on the meanings of the provincial education system? According to the findings of the research, the education of a noble in the parable of the family tree is a network education that through the connection and heart connection of people to the saints of God as people with two characteristics of vitality and courage; and the acceptance of their leadership has been done; And the negation of the arrogant guardianship will free people from the cultural, economic and political systems of lords and serfs". , the need to be networked and hierarchical in the educational structure and the need for constant education and learning of the general public. The methods of provincial education include dynamism and flexibility, liberating people from material and mental bonds, teaching wisdom and finally cooperation and empathy.

The purpose of this research is to identify the requirements of the mosque-centered educational approach. This research was done with a qualitative strategy, using the method of thematic analysis, and by collecting historical events in order to count the experiences and recommendations for the future. Since it is possible to use the great capacity of the network of imams and mosques to carry out many social responsibilities, especially the education of the future generation; The contents of the declaration of the second step of the Islamic revolution have been used as one of the important sources for drawing the future in determining these requirements. The statistical population of the research includes the historical period of Sadr Islam until now. Based on the findings of the present research, several factors play a role in reviving the real educational position of mosques, including: the two-way state network of the Ummah and the Imamate network (including all community educators), improving the competence of the Imamate network and expanding it to the level of professors, teachers and trainers, determining the mission The mosque as a center of thought and a teaching and learning institution, as well as creating unity while cultural diversity in the society. Among the fruits of this approach can be the following: the universality of knowledge, the unity of faith and science, the growth of commitment and expertise, and the reduction of education costs.

The aim of the present research was to identify the effective components in improving the kartim capacity in primary schools based on the document of the fundamental transformation of education. The method of the research was descriptive which was conducted in the field and qualitatively. The study population of this research included all knowledgeable people about education, education reform document, principals and primary school teachers who were selected using the purposeful sampling method. For this purpose, 10 interviews were conducted until theoretical saturation was reached. Thematic analysis was used to identify the effective components on improving teamwork in primary schools. The results of the open, central and selective coding of the research led to the identification and selection of six main structural, content, contextual, cultural, virtual and economic components.Also, fourteen sub-categories were extracted for the main categories effective in improving teamwork capacity in Tehran primary schools, which are organizational structure, organizational leadership, knowledge capacity of the organization, organizational culture, performance evaluation, incentive and punishment system, elementary school education system,,the selection system of educational and training colleagues, leadership, culture, technology, human resource capabilities, the effectiveness of teamwork and economic possibilities. The findings indicated that the activists in the field of education should give more importance to teamwork in primary schools and students Equip them with the knowledge of teamwork skills and try to improve the capacity of teamwork with a correct social education in the form of the six dimensions mentioned above, and in this way help the socialization of educators.

The present article aims to answer the question of what the attitude towards knowledge will entail for the elements of the curriculum and examines the evolution of science from the perspective of postmodernism with emphasis on Lyotard's perspective.

This study is a critical discourse, a qualitative approach that was done with a systematic review method. The statistical population was all writings and articles related to postmodernism and curriculum that were selected with a purposeful Gabri sample and with Persian and English keywords from 2004 to 2018.

It has been shown that according to Lyotard, he had scientific knowledge, claim to freedom, liberation and progress; In practice, however, with technological development, it distanced itself from the above ideals and neglected its literary and aesthetic aspects by reducing its various aspects to a small extent. The requirements of this view of knowledge for curriculum elements, resulting in results such as: attention to critical education and doubt in accepting educational content as non-historical, neutral, separate from value and power, attention to plurality and lack of focus in education and looking at the program A lesson is a contract between educational actors and countering the commercialization of knowledge.

One of the duties of the formal and informal education system in the elementary school is to teach ethics to children because they have a pure heart and are ready to acquire virtues. In this regard, the present study was conducted to identify the aims of teaching moral concepts to children in the second grade of elementary school (aged 10 to 12 years) based on the views of Ayatollah Javadi Amoli. The research method was analytical-inferential. The results showed that closeness to God is the ultimate goal, and factors such as self-knowledge, cultivating God-seeking and godliness, thinking about moral issues, taking responsibility, increasing the patience level, success in honoring, respecting and loving human beings, and improving the sense of aesthetics are among the mediating aims of teaching moral concepts to children, which can be identified from the perspective of Ayatollah Javadi Amoli. Achieving these aims in the second grade of elementary school promises a creative and believing entry into adolescence, which, if accompanied with a coherent planning, can be effective in forming a lasting moral identity as desired by Islam.

The purpose of current research is the development of a conceptual model of self-consciousness for the first grade of high school students based on Morteza Motahari’s thoughts. In terms of purpose, this research is practical; and the approach is a qualitative one. Also, in terms of method, this research is considered an inferential analysis.The statistical community of research in the written section contains 45 works including books, research reports, published articles, existing sources on the web, first-hand sources relating to self-consciousness; and in humans section contains 15 experts in the fields of philosophy of education and educational psychology. The sampling method was target-oriented and the tool used for this was note-taking and interviewing. Based on research’s results, self-consciousness has five axes in Morteza Motahari’s thoughts: 1. Rankings of humans, 2. Human’s God-seeking, 3. Human’s reflection, 4. The selectiveness of humans and 5. Dynamism and maturity of humans. Moreover, research findings indicate that components of self-consciousness consist of 1. Physical and hereditary self, 2. The real self, 3. Ideal self, 4. Social self, 5. Moral and spiritual self and 6. Self-esteem. Considering the above-mentioned factors, and axes a model for self-consciousness for the first grade of high school students was developed.

This research is mainly intended to explain the principles, goals, and methods of epical training in Shahnameh of Firdausi (for the formal education system). This applied research follows a qualitative method whose data collection is analytical and inferential. The research population includes Shahnameh of Firdausi and related works. The findings of this study indicated that in Hakim Abolghasem Firdausi’s view, epical training can be defined as a combination of courage and fighting through rationality and morality which replaces self-love with love of homeland and love of others. This definition implies that according to Firdausi, the principles of epical training can be summarized in the following statements: "The epical man is steadfast in difficult situations"; "Jihad is the basis of epical training"; "the role of the leader in the process of epical training is quite obvious"; and "an epical person always remembers God." The goal of epical training involves primarily paying attention to righteousness and God’s satisfaction, and then, we can name justice and fighting oppression, courage, and rationality. Accordingly, the principles of epical training contain self-respect, self-sacrifice, guidance and leadership, and God-orientation. Finally, epical training techniques involve hard work, care for others, modeling, and trust in God.

This study's primary purpose is to investigate the barriers and cultural strategies of social discipline based on the educational teachings of Imam Ali (AS) in Nahj al-Balaghah. The authors used library method in this research and conducted it through analytical and inferential methods. Research findings indicate the importance of social discipline from two perspectives; importance in today's world and importance from religion's perspective. On the other hand, the characteristics (divinity, revelation, innateness legitimacy) have been deduced using the educational teachings of Imam Ali (AS). In this study, categories such as haste in affairs, laziness and sluggishness in affairs, abandonment of enjoining what is good and forbidding what is evil, flattery, thoughtless speech, lack of cultural development, blind imitation, and prejudice are considered as cultural obstacles for social discipline. Subsequently, solutions such as; religious trust, having a real purpose in life, thinking, farsightedness, making peace among people, accountability, fighting against passion and the exaltation of the soul, and avoiding deadlock in life have been identified and inferred based on the educational teachings of Imam Ali (AS). The research results show that; if identified strategies assist in removing the enumerated obstacles, social discipline will be realized in society and bring about cultural growth and development.

Effective implementing of educational activities requires acquiring educational theories. Numerous theories have emerged throughout history from the past to the present. Understanding these theories is not an easy task. So the central question in studying educational ideas is how to understand educational theories, or in other words, educational theology. The paradigmatic approach is one of the procedures related to theorizing or theory that can help us read and understand thought, especially educational thoughts. The paradigmatic perspective in explaining scientific theories plays an important role in the formation of theories, including educational theories, basic beliefs and assumptions, and in other words, the paradigm. The paradigmatic features have three basic elements: ontology, epistemology, and methodology. The scientific theories of education according to the criterion of time can be analyzed in three parts: pre-modern, modern and post-modern paradigms. Like paradigms, education has three essential components: goals, content, and methods of instruction. The components of education are obtained by examining and analyzing the elements of paradigms. In this study, educational theories with a paradigmatic approach have been studied in the three mentioned paradigms. The method of study is descriptive-analytical. In this method, first, through studying the descriptions of educational ideas they are analyzed, and then the paradigmatic analysis of the theories of education in the modern and postmodern period is identified. In the next step, by examining the paradigmatic features of the theories, the educational components i.e. the aims, content and methods of education are extracted from the educational elements. Another part of the research findings is related to criticism. In this section, the BARDI perspective is used for comparison and criticism.

The main purpose of the present study is to investigate Factors, Barriers, and Effective Management Strategies for Implementing Social Discipline Based on Imam Ali's (pbuh) Educational Instructions This is done by analytical and inferential methods In this research, before addressing the main purpose of the research, The importance of order in life and the principles and techniques of discipline have been examined. Then Factors, barriers, and effective management strategies for achieving social discipline Based on the educational teachings of Imam Ali (AS) it has been deduced and analyzed. The research results show that Factors that in this study was deduced and examined, , Is not specific to the time and period of Imam Ali (AS), But These factors applicable to each period of time And if these factors, obstacles and solutions, To meet the criteria of social discipline, Its positive and productive effects will be realized in organizations and communities.

The present study aims at an analytical study of the principles of citizenship education from the perspective of the teachings of the holy Quran. This is an applied research work with a qualitative approach which has been conducted using inferential and inductive, qualitative content analysis methods. After an analytical examination of the holy Quran around the research questions, we came to the conclusion that the principles related to Islamic citizenship education are: monotheism, inherent human dignity, responsibility, self-sacrifice, empathy, unity, self-awareness, tolerance, promotion of good and prevention of evil, , good-temperedness, avoidance of moral vices, observation of  virtues, creativity, advocacy of the truth and promotion of truth-seeking, honesty, remaining faithful to vows, promotion of peace and avoidance of war and disorder, avoidance of unjust speech, trusteeship, and cooperation, and the characteristics of a desirable Muslim citizen are: abstinence from violating people's rights, respect for the rights of citizens, sense of responsibility towards fellow citizens, assisting fellow citizens when natural and unnatural disasters occur, observation of Islamic ethics in social interactions, good-temperedness and sunniness, modesty, tolerance, feeling responsible and committed and helping others.

The purpose of present research, survey of the horizons and challenges of the researcher teacher program as action research on the Researcher teachers. To understand the lived experiences of the researcher teachers the methodology of interpretive expressions has been used. The research sample consisted of 20 people of the teachers participating in the researcher teacher program and who completed at least action research period has been completed and their reports have been selected. The research questions were: What are the horizons of action research on teachers' scholars? What are the bottlenecks of action research on teachers' scholars? Data were collected using semi-structured interviews and purposeful observations transcribed using the Van-Manen method. the most important horizons of action research on teachers' scholars include closing the distance between the viewpoints and the practice, expansion of participation and exchange of information and experiences, avoidance of factorization and scientific responsiveness to challenges, production of indigenous and applied knowledge, self-esteem development and self-esteem and improving teaching quality. The most important bottlenecks include the expansion of scientific intolerance, the lack of motivation and the need for research, the lack of research and research culture, the low quality of training courses and the lack of teacher dominance, lack of access to resources and facilities, lack of positive attitudes among authorities and Teachers were reluctant to take action and low accuracy in reporting judgments. Ultimately, short and long term solutions by participants were proposed for more effective of the researcher teacher program and eliminating bottlenecks.

Cognition the nature of order as well as how to achieve it, one of the most important concerns of man. The issue of social order is one of the important issues which has always been of interest to Muslim and Western philosophers and scholars. The main purpose of this research is comparative study of social order from the perspectives of Muslim and Western philosophers and thinkers. which has been done by analytical, inferential and comparative methods.In this research, Theories of structuralism, functionalism, cooperation and common values from the perspective Muslim philosophers and thinkers And theories of pressure or algebra, common interests, value consensus, and stillness Inferred from the point of view of Western thinkers And the views of a number of them have been examined, analyzed and matching.The results of the research show that Muslim philosophers and thinkers in the theory of shared values (compassion and justice) they agree with each other. But the views of Western thinkers are different and in some cases contradictory. The only similar theory that has been drawn from the views of Muslim and Western philosophers is: their focus is on values. This theory is similar to that of Parsons, who believes in the consensus of values in social order.

The purpose of the present paper is to compare social education in the educational system of Iran and Japan from the perspective of macro policies and content analysis of primary school textbooks. The research method is comparative (qualitative type)usingBereday’s Analysis Approach to analyze data. The unit of analysis and level of observation is "macro" (country) sampling strategy is "different social systems, different educational outcomes" based on the "making stranger familiar" approach.To collect data, educational resources such as national documents, Ministry of Education reports, elementary school textbooks, and journal articles and books were used.The findings of the study showed that main Iran’s educational policies on social education influenced by the three factors of national identity, Islamic identity and modern identity, while in Japan macro education policies are influenced by Buddhist and Shinto religion, Confucianism, nationalism and modernism.The Japanese education system in primary education compared to the Iranian education system has a much stronger policy and process focus on the social education of children. According to this study, the upstream documents of the Japanese education system strongly emphasize the increasing role of modernism (as opposed to other factors) and the teaching of concepts such as the environment, global issues, international understanding, cultural exchanges, citizenship, the future of the world and the role of Japan.In addition, the findings show that the time allocated, and the variety of topics related to social education in Japanese primary education is more than that of Iran.The key recommendation of this study is to reconsider and recreate strategic approaches to social education and to focus on formal (intentional) and informal (hidden) education programs on the real and daily social life of children in Iranian primary education.

Abstract undoubtedly, life skills training program is one of the critical topics that developed educational systems have special consider to it. And typically place within national curriculum. Life skills are behavior change or approach of behavior transformational that identified with consider balance in tree field of knowledge, attitude and skill. Basically, life skills are capability that help to efficiency and mental health of adolescent until the confront with life realties. Therefore, the aim of this article was explanation and review important position of life skills training in educational system as a prevention factor of crime and risk behaviors. The current study implemented with documental- critical method. Results suggested accomplishment of life skills training program in schools and also effect have mental health of adolescent bring to reduce crime, risk behaviors and social damages and the final, informal influence have to society security. At the end this article offers some application suggestions.

Today, the relation of science and religion is one of the most controversial issues in Western and Islamic societies. This research is qualitative research component in terms of design and has been used in the framework of descriptive-analytical method. Ian Barbour and Professor Motahari, with two different attitudes, tried to recognize the complementarity of science and religion. On the basis of "sculpture philosophy," Barbour draws on four approaches to "conflict, distinction, dialogue and complementarity" which, according to Motahhari, includes critique of: the unity of science and religion within the framework of sculptural philosophy, critical realism, the equalization of God and the world, the preeminence of knowledge Empirical study of religious knowledge is presented in this paper by designing three questions: "The relation of science and religion in the viewpoint of martyr Motahhari", "The relationship between science and religion in the context of Barbour" and "The strengths and weaknesses of Ian Barbour based on the theory of Professor Motahari" it placed. Motahari examines the preconceptions of the minds of individuals in the pursuit of the complementarity of the relationship between science and religion and believes that science and religion need each other. Barbour's views in his latest commentary on the relationship between science and religion, relying on the theology, have changed the way in which the distinction between science and religion has become complementary to these two.

This research is aimed at investigating pornography as one of the challenges of sexual education in the era of information technology. It is also intended to identify strategies of Islam to deal with this this phenomenon. Three questions are raised to achieve the research goals: 1.What is pornography and how does it affect people? 2. What is sexual education in the Islamic perspective? 3. What are the solutions suggested by the Islamic notions for preventing pornography? A descriptive-analytical method was used in this research for answering these questions. The findings showed that pornography is introduced as a visual or verbal representation of sexual behaviors aimed at satisfying the sexual intentions of others. It is commonly presented in various forms, including photos, stories, video files and short animations on the internet, resulting in abnormal sexual satisfaction of the searchers. Pornography provides a ground through images, movies and stories by which sexual desires of watchers are pleased. Web sites are the earliest and most common form of access to pornography on the internet. Three essential factors including ease of access, low price and anonymity have made internet a common source in the field of sexuality. Pornography brings about many physical and psychological effects including aggressive behavior, impulsiveness, hostility towards women, promiscuity, rape, sexual violence, diversityism, betrayal of the spouse, incestuousness, persistent feeling of guilt and sexual offenses against children. In Islam, sexual education contains a set of educational measures related to sexual instinct, including guidance, control, moderation, and systematization of sexual instinct, which brings about maintenance of physical and mental health, chastity, virtue, and human dignity. Based on the findings of this research, the methods for preventing pornography in accordance with Islamic concepts can be presented in two areas: the methods that are set for the context of virtue, and methods in the domain of the concept of avoidance. Strategies for virtue include: 1. Controlling the senses, 2. Making aware 3. Eye opening warnings 4. Ashamedness and upsurge of faith and 5. Performing worship. Avoidance strategies include: 1. Enrichment of the leisure time, 2. Paving the way for marriage, 3. Controlling friendships and socializing.

The present study aims to explain the salutation of Islamic teachings and its educational implications. The research method is descriptive-analytical and in order to collect the data necessary to achieve the research goals, available resources related to the use of resource scrolling forms, Collected and analyzed by qualitative methods. qualitative because the researchers have tried in the context of the subjective interpretation of the textual data content through systematic classification processes, coding (open, axial and selective), and customizing and designing known dimensions. The results of the study showed, that is the root of the Quran and they have adolescents based on the style of life of the infallibles (AS) and the most important educational outcomes can be in two dimensions of individual (enhancing dignity, creating more respect, strengthening humility and preventing arrogance, relaxing and psychological balance) and social (contextualization of Humor, enhancing emotional interaction, enhancing empathy, Consolidation of friendship) Categorized and explained.